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WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date K General Social Studies Knowledge, Processes, and Skills K1 General Knowledge K1.1 Know the defining characteristics of the disciplines of history and geography. K1.2 Know that each discipline is subject to criticisms and limitations; be aware of the primary criticisms of history and geography. K1.3 Understand and analyze temporal and spatial relationships and patterns. K1.4 Understand historical and geographical perspectives. K1.6 Analyze events and circumstances from the vantage point of others. K1.7 Understand social problems, social structures, institutions, class, groups, and interaction. K1.8 Apply social studies concepts to better understand major current local, national, and world events, issues, and problems. K1.9 Integrate concepts from at least two different social studies disciplines. Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other K1.10 Understand significant concepts, generalizations, principles, and theories of history and geography as disciplines. P Social Studies Procedures & Skills -1- 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date P1 P1.1 Reading & Communication Use close and critical reading strategies to read and analyze complex texts pertaining to social science; attend to nuance, make connections to prior knowledge, draw inferences, and determine main idea and supporting details. P1.2 Analyze point of view, context, and bias to interpret primary and secondary source documents. P1.3 Understand that diversity of interpretation arises from frame of reference. P1.4 Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose. P1.5 Present a coherent thesis when making an argument, support with evidence, articulate and answer possible objections, and present a concise, clear closing. P2 P2.1 Inquiry, Research, & Analysis Understand the scientific method of inquiry to investigate social scientific and historical problems. P2.2 Read and interpret data in tables and graphs. P2.3 Know how to find and organize information from a variety of sources; analyze, interpret, support interpretations with evidence, critically evaluate, and present the information orally and in writing; report investigation re results effectively. P2.4 Use multiple perspectives and resources to identify and analyze issues appropriate to the social studies discipline being studied. Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other -2- 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date P2.5 Use deductive and inductive problem-solving skills as appropriate to the problem being studied. P3 P3.1 Public Discourse & Decision Making Clearly state an issue as a question of public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate possible alternative resolutions. P3.2 Deeply examine policy issues in group discussions and debates (clarify issues, consider opposing views, apply democratic values or constitutional principles, anticipate consequences) to make reasoned and informed decisions. P3.3 Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. P4 P4.1 Citizen Involvement Act out of respect for the rule of law and hold others accountable to the same standard. P4.2 Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. P4.3 Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness. F Foundations F1 Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other World Historical and Geographical “Habits of Mind” & Central Concepts- Explain and use key conceptual devices world historians/ geographers use to organize the past including periodization schemes, and different spatial frames. Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other -3- 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date F2 F3 F4 Systems of Human Organizations Use the examples listed below to explain the basic features and differences between huntergatherer societies, pastoral nomads, civilizations, and empires, focusing upon the differences in their political, economic and social systems, and their changing interactions with the environment. ; • Changes brought on by the Agricultural Revolution, including the environmental impact of settlements; • TWO ancient river civilizations, such as those that formed around the Nile, Indus, Tigris-Euphrates, or Yangtze; • Classical China or India; • Classical Mediterranean Growth & Development of World Religions Explain the way that the world religions or belief systems of Hinduism, Judaism, Confucianism, Buddhism, Christianity, and Islam grew, including • spatial representations of that growth • interactions with culturally diverse peoples • responses to the challenges offered by contact with different faiths; • ways they influenced people’s perceptions of the world. Regional Interactions Identify the location and causes of frontier interactions and conflicts, and internal disputes between cultural, social and/or religious groups in classical China, the Mediterranean world, and south Asia (India) prior to 300 C.E Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other ERA 4 Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E./A.D. 4.1 Cross-temporal or Global Expectations 4.1.1 Crisis in the Classical World-Explain the responses to common forces of change that led to the ultimate collapse of classical empires and discuss the consequences of their collapse. 4.1.2 4.1.3 4.2 4.2.1 Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other World Religions-Using historical and modern maps and other documents, analyze the continuing spread of major world religions during this era and describe encounters between religious groups including; • Islam and Christianity (Roman Catholic and Orthodox) – increased trade and the Crusades; • Islam and Hinduism in South Asia; • continuing tensions between Catholic and Orthodox Christianity. Trade Networks & Contacts – Analyze the development, interdependence, specialization, and importance of interregional trading systems both within and between societies including • land-based routes across the Sahara, Eurasia and Europe; • water-based routes across Indian Ocean, Persian Gulf, South China Sea, Red and Mediterranean Seas Interregional or Comparative Expectations Growth of Islam and Dar al-Isla-[A country, territory, land, or abode where Muslim sovereignty prevails]–Identify and explain the origins and expansion of Islam and the creation of the Islamic Empire including; • The founding geographic extent of Muslim empires and the artistic, scientific, technological, and economic features of Muslim society; • diverse religious traditions of IslamSunni, Shi’a/Shi’ite, Sufi, • role of Dar al-Islam as a cultural, political, and economic force in Afro-Eurasia, • the caliphate as both a religious and political institution, and the persistence of other traditions in the Arab World including Christianity Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other -4- 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date 4.2.2 Unification of Eurasia under the Mongols-Using historical and modern maps, locate and describe the geographic patterns of Mongol conquest and expansion and describe the characteristics of the Pax Mongolica. 4.2.3 The Plague – Using historical and modern maps and other evidence, explain the causes and spread of the Plague and analyze the demographic, economic, social, and political consequences of this pandemic. (See 4.3.5) 4.3 4.3.1 Regional Expectations. Africa to 1500-Describe the diverse characteristics of early African societies and the significant changes in African society by • comparing and contrasting at least two of the major states/civilizations of East, South, and West Africa (Aksum, Swahili Coast, Zimbabwe, Ghana, Mali, Songhai) in terms of environmental, economic, religious, political, and social structures; • using historical and modern maps to identify the Bantu migration patterns and describe their contributions to agriculture, technology and language; • analyzing the African trading networks by examining trans-Saharan trade in gold and salt and connect these to interregional patterns of trade; • analyzing the development of an organized slave trade within and beyond Africa; • analyzing the influence of Islam and Christianity on African culture and the blending of traditional African beliefs with new ideas from Islam and Christianity. The Americas to 1500-Describe the diverse characteristics of early American civilizations and societies in North, Central, and South America by comparing and contrasting the major aspects of American Indian civilizations and societies such as the Maya, Aztec, Inca, Pueblo, and/or Eastern Woodland peoples. 4.3.2 4.3.3 Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other China to 1500-Explain how Chinese dynasties responded to the internal and external challenges caused by ethnic diversity, physical geography, population growth and Mongol invasion to achieve relative political stability, economic prosperity, and technological innovation. 4.3.4 The Eastern European System and the Byzantine Empire to 1500-Analyze restructuring of the Eastern European system including; • the rise and decline of the Byzantine Empire; • the region’s unique spatial location • the region’s political, economic, and religious transformations; • emerging tensions between East and West. 4.3.5 Western Europe to 1500-Explain the workings of feudalism, manoralism, and the growth of centralized monarchies and citystates in Europe including; • the role and political impact of the Roman Catholic Church in European medieval society; • how agricultural innovation and increasing trade led to the growth of towns and cities ; • the role of the Crusades, 100 Years War, and the Bubonic Plague in the early development of centralized nation-states • the cultural and social impact of the Renaissance on Western and Northern Europe ERA 5 The Emergence of the First Global Age, 15th to 18th Centuries -5- 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date 5.1 5.1.1 Cross-temporal or Global Expectations Emerging Global System-Analyze the impact of increased oceanic travel including changes in the global system of trade, migration, & political power as compared to the previous era. 5.1.2 World Religions-Use historical & modern maps to analyze major territorial transformations & movements of world religions including the expulsion of Muslims and Jews from Spain, Christianity to the Americas, & Islam to Southeast Asia, & evaluate the impact of these transformations/ movements on the respective human systems. (See 4.1.2) Interregional or Comparative Expectations European Exploration/Conquest and Columbian ExchangeAnalyze the demographic, environmental, & political consequences of European oceanic travel & conquest and of the Columbian Exchange in the late 15th and 16th centuries by; • describing the geographic routes used in the exchange of plants, animals, & pathogens among the continents in the late 15th & the 16th centuries, • explaining how forced and free migrations of peoples (push/pull factors) and the exchange of plants, animals, and pathogens impacted the natural environments, political institutions, societies, and commerce of European, Asian, African, and the American societies (See 5.3.5) Trans-African and Trans-Atlantic Slave Systems – Analyze the emerging trans-Atlantic slave system and compare it to other systems of labor existing during this era by • using historical and modern maps and other data to analyze the causes and development of the Atlantic trade system, including economic exchanges, the diffusion of Africans in the Americas (including the Caribbean and South America), and the Middle Passage, • comparing and contrasting the trans-Atlantic slave system with the African slave system and another system of labor existing during this era Regional Content Expectations Ottoman Empire through the 18th Century – Analyze the major political, religious, economic, and cultural transformations in the Ottoman Empire by • using historical and modern maps to describe the empire’s origins (Turkic migrations), geographic expansion, and contraction, • analyzing the impact of the Ottoman rule East Asia through the 18th Century-Analyze the major political, religious, economic, and cultural transformations in East Asia by • analyzing the major reasons for the continuity of Chinese society under the Ming and Qing dynasties, including the role of Confucianism, the civil service, and Chinese oceanic exploration • analyzing the changes in Japanese society by describing the role of geography in the development of Japan, the policies of the Tokugawa Shogunate, and the infl uence of China on Japanese society. 5.2 5.2.1 5.2.2 5.3 5.3.1 5.3.2 Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other -6- 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date 5.3.3 South Asia/India through the 18th Century-Analyze the global economic significance of India and the role of foreign influence in the political, religious, cultural, and economic transformations in India and South Asia including the Mughal Empire and the beginnings of European contact. (See 4.1.2) Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other 5.3.4 Russia through the 18th Century-Analyze the major political, religious, economic, & cultural transformations in Russia including • Russian imperial expansion & top-down westernization/ modernization • the impact of its unique location relative to Europe & Asia • the political and cultural influence of Byzantine Empire, Mongol Empire, & Orthodox Christianity 5.3.5 Europe through the 18th Century-Analyze the major political, religious, cultural & economic transformations in Europe by • explaining the origins, growth, & consequences of European overseas expansion, including the development and impact of maritime power in Asia and land control in the Americas (See 5.2.1) • analyzing transformations in Europe’s state structure, including the rising military, bureaucratic, and nationalist power of European states including absolutism • analyzing how the Renaissance, Reformation, Scientific Revolution, and the Enlightenment contributed to transformations in European society • analyzing the transformation of the European economies including mercantilism, capitalism, and wage labor (See 5.2.2) 5.3.6 Latin America through the 18th Century-Analyze colonial transformations in Latin America, including the near-elimination of American Indian civilizations and peoples • social stratifications of the population • the regional and global role of silver and sugar • resource extraction and the emerging system of labor (See 5.1.1, 5.2.2) ERA 6 An Age of Global Revolutions, 18th Century-1914 6.1 Global or Cross-temporal Expectations 6.1.1 Global Revolutions-Analyze the causes and global consequences of major political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce. 6.1.2 6.1.3 Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other World-wide Migrations and Population Changes-Analyze the causes and consequences of shifts in world population and major patterns of long-distance migrations of Europeans, Africans, and Asians during this era, including the impact of industrialism, imperialism, changing diets, and scientific advances on worldwide demographic trends. Increasing Global Interconnections-Describe increasing global interconnections between societies, through the emergence and spread of ideas, innovations, and commodities including • constitutionalism, communism and socialism, republicanism, nationalism, capitalism, human rights, and secularization; • the global spread of major innovations, technologies, and commodities via new global networks -7- 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date 6.1.4 Changes in Economic and Political Systems-Compare the emerging economic and political systems (industrialism and democracy) with the economic and political systems of the previous era (agriculture and absolutism). (See 5.3.5) 6.1.5 Interpreting Europe’s Increasing Global Power-Describe Europe’s increasing global power between 1500 and 1900, and evaluate the merits of the argument that this rise was caused by factors internal to Europe or factors external to Europe. 6.2 6.2.1 Interregional or Comparative Expectations Political Revolutions-Analyze the Age of Revolutions by comparing and contrasting the political, economic, and social causes and consequences of at least three political and/or nationalistic revolutions. 6.2.2 Growth of Nationalism and Nation-states-Compare and contrast the rise of the nation-states in a western context and non-western context. 6.2.3 Industrialization-Analyze the origins, characteristics and consequences of industrialization across the world by • comparing and contrasting the process and impact of industrialization in Russia, Japan, and one of the following: Britain, Germany, U.S., or France; • describing the social and economic impacts of industrialization, particularly its effect on women and children, and the rise of organized labor movements, • describing the environmental impacts of industrialization and urbanization Imperialism-Analyze the political, economic, and social causes and consequences of imperialism by • using historical and modern maps and other evidence to analyze and explain the causes and global consequences of nineteenth-century imperialism, including encounters between imperial powers (Europe, Japan) and local peoples in India, Africa, Central Asia, and East Asia; • describing the connection between imperialism and racism, including the social construction of race • comparing British policies in South Africa and India, French polices in Indochina, and Japanese policies in Asia (See 7.3.3), • analyze the responses to imperialism by African and Asian peoples (See 6.6.3) Regional Content Expectations Europe-Analyze the economic, political, and social transformations in Europe by • analyzing and explaining the impact of economic development on European society • explaining how democratic ideas and revolutionary conflicts influenced European society, noting particularly their influence on religious institutions, education, family life, and the legal and political position of women • using historical and modern maps to describe how the wars of the French Revolutionary and Napoleonic periods and growing nationalism changed the political geography of Europe and other regions 6.2.4 6.3 6.3.1 Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other -8- 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date 6.3.2 6.3.3 East Asia-Analyze the political, economic, and social transformations in East Asia by • explaining key events in the modernization of Japan (Meiji Restoration) and the impact of the Russo-Japanese War • describing key events in the decline of Qing China, including the Opium Wars and the Taiping and Boxer Rebellions Africa-Evaluate the different experiences of African societies north and south of the Sahara with imperialism. Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other ERA 7 Global Crisis and Achievement, 1900-1945 7.1 Global or Cross-temporal Expectations 7.1.1 Increasing Government and Political Power-Explain the expanding role of state power in managing economies, transportation systems, and technologies, and other social environments, including its impact of the daily lives of their citizens. (See 7.3.2) 7.1.2 Comparative Global Power-Use historical and modern maps and other sources to analyze & explain the changes in the global balance of military, political, & economic power between 1900 & 1945. 7.1.3 Twentieth Century Genocide-Use various sources including works of journalists, journals, oral histories, films, interviews, & writings of participants to analyze the causes & consequences of the genocides of Armenians, Romas , & Jews, and the mass exterminations of Ukrainians & Chinese. 7.1.4 Global Technology-Describe significant technological innovations & scientific breakthroughs in transportation, communication, medicine, & warfare and analyze how they both benefited & imperiled humanity. 7.1.5 Total War-Compare & contrast modern warfare & its resolution with warfare in the previous eras; include analysis of the role of technology and civilians. (See 7.2.1; 7.2.3) 7.2 7.2.1 Interregional or Comparative Expectations World War I-Analyze the causes, characteristics, and long-term consequences of World War I by; • analyzing the causes of the war including nationalism, industrialization, disputes over territory, systems of alliances, imperialism, and militarism; • analyzing the distinctive characteristics and impacts of the war on the soldiers and people at home (See 7.1.5) • explaining the major decisions made in the Versailles Treaty and analyzing its spatial and political consequences, including the mandate system, reparations, and national self-determination around the globe Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other -9- 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date 7.2.2 7.2.3 7.2.4 Regional Content Expectations Russian Revolution-Determine the causes and results of the Russian Revolution from the rise of Bolsheviks through the conclusion of World War II, including the five-year plans, collectivization of agriculture, and military purges. 7.3.2 Europe and Rise of Fascism and Totalitarian States-Compare the ideologies, policies, and governing methods of at least two 20th-century dictatorial regimes with those absolutist states in earlier eras. 7.3.3 Asia-Analyze the political, economic, and social transformations that occurred in this era, including • Japanese imperialism • Chinese nationalism, the emergence of communism, and civil war (See 7.2.2) • Indian independence struggle 7.3.4 The Americas-Analyze the political, economic and social transformations that occurred in this era, including; • economic imperialism • foreign military intervention and political revolutions in Central and South America • nationalization of foreign investments Middle East-Analyze the political, economic, and social transformations that occurred in this era, including; • the decline of the Ottoman Empire; • changes in the Arab world including the growth of Arab nationalism, rise of Arab nation-states, and the increasing complexity of Arab peoples; • the role of the Mandate system • the discovery of petroleum resources Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other - 10 - 4th Quarter Date Method of Assessment 3rd Quarter Date Measurable Goals Developed Inter-war Period-Analyze the transformations that shaped world societies between World War I and World War II by ; • examining the causes and consequences of the economic depression on different regions, nations, and the globe; • describing and explaining the rise of fascism and the spread of communism in Europe and Asia, • comparing and contrasting the rise of nationalism in China, Turkey, and India World War II-Analyze the causes, course, characteristics, and immediate consequences of World War II by; • explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia • explaining the Nazi ideology, policies, and consequences of the Holocaust • analyzing the major turning points and unique characteristics of the war • explaining the spatial and political impact of the Allied negotiations on the nations of Eastern Europe and the world • analyzing the immediate consequences of the war’s end including the devastation, effects on population, dawn of the atomic age, the occupation of Germany and Japan • describing the emergence of the U.S. and the Soviet Union as global superpowers. Revolutionary and/or Independence Movements-Compare two revolutionary and/or Independence movements of this era (Latin America, India, China, the Arab World, and Africa) with at least one from the previous era. 7.3 7.3.1 7.3.5 Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date ERA 8 The Cold War and Its Aftermath: The 20th Century Since 1945 8.1 Global and Cross-temporal Expectations 8.1.1 Origins of the Cold War-Describe the factors that contributed to the Cold War including the differences in ideologies and policies of the Soviet bloc and the West; political, economic, and military struggles in the 1940s and 1950s; and development of Communism in China. 8.1.2 8.1.3 Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Cold War Conflicts-Describe the major arenas of conflict, including; • the ways the Soviet Union and the U.S. attempted to expand power and influence in Korea and Vietnam • ideological and military competition in THREE of the following areas: Congo, Cuba, Mozambique, Angola, Nicaragua, Guatemala, Bolivia, Chile, Indonesia, and Berlin • the arms and space race End of the Cold War-Develop an argument to explain the end of the Cold War and its significance as a 20th-century event, and the subsequent transitions from bi-polar to multi-polar center(s) of power. 8.1.4 Mapping the 20th Century-Using post-WWI, post-WWII, height of Cold War, and current world political maps, explain the changing configuration of political boundaries in the world caused by the World Wars, the Cold War, and the growth of nationalist sovereign states. 8.2 8.2.1 Interregional or Comparative Expectations The Legacy of Imperialism-Analyze the complex & changing legacy of imperialism in Africa, Southeast Asia, & Latin America during & after the Cold War such as apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, & the changing nature of exploitation of resources. 8.2.2 Independence, Decolonization, & Democratization Movements-Compare the independence movements and formation of new nations in the Indian Subcontinent, Africa, Eastern Europe, and Southeast Asia during and after the Cold War. 8.2.3 Middle East-Analyze the interregional causes & consequences of conflicts in the Middle East, including the development of the state of Israel, Arab-Israeli disputes, Palestine, the Suez crisis, & the nature of the continuing conflict. CG CG1 Contemporary Global Issues Population-Explain the causes and consequences of population changes over the past 50 years by analyzing the; • population change • distributions of population; • relationship of the population changes to global interactions, and their impact on three regions of the world Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other - 11 - 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name WORLD HISTORY and GEOGRAPHY PERSONAL CURRICULUM and MODIFICATION RECORD School Date CG2 CG3 CG4 Resources-Explain the changes over the past 50 years in the use, distribution, and importance of natural resources (including land, water, energy, food, renewable, non-renewable, and flow resources) on human life, settlement, and interactions by describing and evaluating • change in spatial distribution and use of natural resources • the differences in ways societies have been using and distributing natural resources • social, political, economic, and environmental consequences of the development, distribution, and use of natural resources • major changes in networks for the production, distribution, and consumption of natural resources including growth of multinational corporations, and governmental and nongovernmental organizations • the impact of humans on the global environment Patterns of Global Interactions-Define the process of globalization and evaluate the merit of this concept to describe the contemporary world by analyzing • economic interdependence of the world’s countries and world trade patterns • the exchanges of scientific, technological, and medical innovations • cultural diffusion and the different ways cultures/societies respond to “new” cultural ideas and patterns • comparative economic advantages and disadvantages of regions, regarding cost of labor, natural resources, location, and tradition • distribution of wealth and resources and efforts to narrow the inequitable distribution of resources Conflict, Cooperation, and Security-Analyze the causes and challenges of continuing and new conflicts by describing • tensions resulting from ethnic, territorial, religious, and/or nationalist differences • causes of and responses to ethnic cleansing/genocide/mass extermination • local and global attempts at peacekeeping, security, democratization, and administering international justice and human rights • the type of warfare used in these conflicts, including terrorism, private militias, and new technologies Method of Assessment Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other Daily Work Demonstration Rating scale Classroom Assessment End-of Credit Assessment Other - 12 - 4th Quarter Date Measurable Goals Developed 3rd Quarter Date Personal Curriculum Modification Describe modification. 2nd Quarter Date World History and Geography High School Content Expectations Progress Monitoring: 1 Achieved 2 Progressing Sufficiently 3 Progressing Insufficiently 4 Not Applicable 1st Quarter Date HSCE Code Not Selected Selected HSCE Name PERSONAL CURRRICULUM REVIEW FIRST QUARTER: Contact Date: Continue Personal Curriculum Method of Contact: Phone Revise Personal Curriculum Student Content Teacher Counselor Parent/Legal Guardian Content Teacher Principal Parent/Legal Guardian School Psychologist Other SECOND QUARTER: Contact Date: Continue Personal Curriculum Method of Contact: Phone Revise Personal Curriculum Student Content Teacher Counselor Parent/Legal Guardian Content Teacher Principal Parent/Legal Guardian School Psychologist Other THIRD QUARTER: Contact Date: Continue Personal Curriculum Method of Contact: Phone Revise Personal Curriculum Student Content Teacher Counselor Parent/Legal Guardian Content Teacher Principal Parent/Legal Guardian School Psychologist Other FOURTH QUARTER: Contact Date: Continue Personal Curriculum Method of Contact: Phone Revise Personal Curriculum Student Content Teacher Counselor Parent/Legal Guardian Content Teacher Principal Parent/Legal Guardian School Psychologist Other END OF YEAR SUMMARY: Contact Date: Continue Personal Curriculum Method of Contact: Phone Revise Personal Curriculum Student Content Teacher Counselor Parent/Legal Guardian Content Teacher Principal Parent/Legal Guardian School Psychologist Other - 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